Contextual Approach

The contextual approach considers the relationship between individuals and their physical, cognitive, and social worlds. They also examine socio-cultural and environmental influences on development. We will focus on two influential theorists who pioneered this perspective: Lev Vygotsky and Urie Bronfenbrenner. Lev Vygotsky was a Russian psychologist who is best known for his sociocultural theory. He believed that social interaction plays a critical role in children’s learning; through such social interactions, children go through a continuous process of scaffolded learning. Urie Bronfenbrenner developed the ecological systems theory to explain how everything in a child and the child’s environment affects how a child grows and develops. He labeled different aspects or levels of the environment that influence children’s development.

Figure 3.11 Lev Vygotsky, founder of the sociocultural theory, which emphasizes contextual factors in cognitive development

Modern social learning theories stem from the work of Russian psychologist Lev Vygotsky (Kozulin, 1990). Vygotsky’s ideas are most recognized for identifying the role of social interactions and culture in the development of higher-order thinking skills. His theory is especially valuable for the insights it provides about the dynamic “interdependence between individual and social processes in the construction of knowledge” (John-Steiner & Mahn, 1996, p. 192). Vygotsky’s views are often considered primarily as cognitive development theories, focusing on qualitative changes in the development of thought, language, and higher-order thinking skills. Although Vygotsky’s intent was mainly to understand higher psychological processes in children, his ideas have many implications and practical applications for learners of all ages.

Three themes are often identified with Vygotsky’s ideas of sociocultural learning: (1) human development and learning originate in social, historical, and cultural interactions, (2) use of cultural tools, particularly language, mediate development of higher mental functions, and (3) learning occurs within the Zone of Proximal Development. While we discuss these ideas separately, they are closely interrelated, non-hierarchical, and connected.

Vygotsky’s sociocultural theory emphasizes the importance of culture and interaction in the development of cognitive abilities. Vygotsky contended that thinking has social origins, social interactions play a critical role, especially in the development of higher-order thinking skills, and cognitive development cannot be fully understood without considering the social and historical context within which it is embedded. He explained, “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first between people (interpsychological) and then inside the child (intrapsychological)” (Vygotsky, 1978, p. 57).  It is through working with others on a variety of tasks that a learner adopts socially shared experiences and associated effects and acquires useful strategies and knowledge (Scott & Palincsar, 2013).

Rogoff (1990) refers to this process as guided participation, where a learner actively acquires new culturally valuable skills and capabilities through a meaningful, collaborative activity with an assisting, more experienced other. It is critical to notice that these culturally mediated functions are viewed as being embedded in sociocultural activities rather than being self-contained. Development is a “transformation of participation in a sociocultural activity,” not a transmission of discrete cultural knowledge or skills (Matusov, 2015, p. 315).

Vygotsky differed with Piaget in that he believed that a person has not only a set of abilities but also a set of potential abilities that can be realized if given the proper guidance from others. He believed that through guided participation known as scaffolding, with a teacher or capable peer, a child could learn cognitive skills within a certain range known as the zone of proximal development (ZPD). While Piaget’s ideas of cognitive development assume that development through certain stages is biologically determined, originates in the individual, and precedes cognitive complexity, Vygotsky presents a different view in which learning drives development. The idea of learning driving development, rather than being determined by the developmental level of the learner, fundamentally changes our understanding of the learning process and has significant instructional and educational implications (Miller, 2011).

Figure 3.12 Model of zone of proximal development.

Have you ever taught a child to perform a task? Maybe it was brushing their teeth or preparing food. Chances are you spoke to them and described what you were doing while you demonstrated the skill and let them work along with you throughout the process. You assisted them when they seemed to need it, but once they knew what to do-you stood back and let them go. This is scaffolding. Educators have also adopted this approach to teaching. Rather than assessing students on what they are doing, they should be understood in terms of what they are capable of doing with the proper guidance.

This difference in assumptions has significant implications for the design and development of learning experiences. If we believe as Piaget did that development precedes learning, then we will make sure that new concepts and problems are not introduced until learners have developed innate capabilities to understand them. On the other hand, if we believe as Vygotsky did that learning drives development and that development occurs as we learn a variety of concepts and principles, recognizing their applicability to new tasks and new situations, then our instructional design will look very different.

Video 3.8 Vygotsky’s Sociocultural Development explains the influence of the social environment on cognition and how more knowledgeable others help us learn within our zone of proximal development.

Another psychologist who recognized the importance of the environment on development was American psychologist Urie Bronfenbrenner (1917-2005), who formulated the ecological systems theory to explain how the inherent qualities of a child and their environment interact to influence how they will grow and develop. The term “ecological” refers to a natural environment; human development is understood through this model as a long-lasting transformation in the way one perceives and deals with the environment. Bronfenbrenner’s ecological systems theory stresses the importance of studying children in the context of multiple environments because children typically find themselves enmeshed simultaneously in different ecosystems. Each of these systems inevitably interacts with and influences each of the other systems in every aspect of the child’s life, from the most intimate level to the broadest. Furthermore, he eventually renamed his theory the bioecological model in order to recognize the importance of biological processes in development. However, he only recognized biology as producing a person’s potential, with this potential being realized or not via environmental and social forces.

Figure 3.13 Bronfenbrenner’s ecological theory emphasizes the influence of microsystems, mesosystems, exosystems, and macrosystems on an individual. Not pictured is the chronosystem, or the historical context and timeframe which provides the context for all the other systems. The chronosystem includes environmental events, major life transitions, and historical events.

An individual is impacted by microsystems, which include direct, significant contact with others. For example, children may regularly interact with their parents, siblings, pastors, teachers, and coaches. The interactions with those microsystems influence the individual are modified by the cognitive and biological state of the individual as well. These influence the person’s actions, which in turn influence systems operating on them.

The mesosystem includes the interaction of the microsystems. For example, when a parent meets with their child’s teacher, there is an interaction of the child’s two microsystems: their parents and their teachers. How these systems interact can have an influence on the child. For example, if there is  a conflict at school and, if the parents and teacher are on the same page, they can likely resolve the issue in a way that has a positive impact on the child. However, if the parents and teacher disagree, the child may be impacted when the parents have negative things to say about the teacher.

There are influences that do not directly involve the child, yet have an influence. These influences are part of the exosystem. For example, if the child’s parent has a high pressure job that results in them coming home in a bad mood, it can result in the parent having  negative interactions with their child.

Influences by the broader contexts of the community, referred to as the macrosystem, including cultural, political, educational, legal, and religious systems. For example, the United States is an individualistic culture that focuses on the achievements of individuals, sometimes at the cost of others. In sum, a child’s experiences are shaped by larger forces such as family, school, religion, and culture.

All of this occurs within  the  relevant  historical  context  and  timeframe, or chronosystem. The chronosystem is made up of the environmental events and transitions that occur throughout a child’s life, including any socio-historical events. For example, processing the divorce of parents looks different for a 2-year-old than it does for a 10-year-old (Allison & Furstenberg, 1989). In terms of socio-historical events, adolescent screen time use during the pandemic (7.7 hours per day) was significantly longer compared to adolescent screen time use prior to the pandemic (3.8 hours per day; Nagata et al., 2022).

Video 3.9 Bronfenbrenner’s Ecological Theory explains the various layers, the interactions between them, and the influence this has on individual development.